Dimensions of Oral Assessment

Joughin, Gordon

doi:10.1080/0260293980230404

Cited by 88 publications

(92 citation statements)

References 22 publications

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“…[Tab 2 goes here] Contingent questioning and dialogue is an important feature of this form of oral assessment (Joughin 1998), allowing the tutor to explore the student's understanding based on their on-going performance in the tutorial. It might involve drawing the student's attention to a problematic issue with their answer, explore their understanding of the source of mathematics they are using, examine the use of the premises of the question in their solution etc.…”

Section: Methodsmentioning

confidence: 99%

“…Joughin (1998) noted that oral assessment all but eliminates the possibility of plagiarism and other cheating and, unlike examinations, oral assessment with a tutor prevents one small gap in knowledge stalling a solution. This is particularly true in subjects like mathematics when failing to answer the first part of a traditional examination question correctly often results in the inability to answer the subsequent parts.…”

Section: Oral Performance Assessmentmentioning

confidence: 99%

“…Joughin (1998) provided a comprehensive categorization system for oral assessments based on a number of different dimensions. These included…”

Section: Oral Performance Assessmentmentioning

confidence: 99%

See 2 more Smart Citations

Students’ views of oral performance assessment in mathematics: straddling the ‘assessment of’ and ‘assessment for’ learning divide

Iannone

Simpson

2014

Assessment & Evaluation in Higher Education

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. (2015) 'Students' views of oral performance assessment in mathematics :straddling the`assessment of ' and`assessment for' learning divide.', Assessment and evaluation in higher education., 40 (7). 971-987 . Further information on publisher's website: Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Students' views of oral performance assessment in mathematics:straddling the 'assessment of' and 'assessment for' learning divide This paper explores the views of a group of students who took an oral performance assessment in a first year mathematics module. Such assessments are unusual for most subjects in the UK, but particularly within the generally homogenous assessment diet of undergraduate mathematics. The evidence presented here resonates with some, but not all, of the existing literature on oral assessment and suggests that, despite concerns about anxiety and fairness, students see oral assessments as encouraging a focus on understanding, being relatively authentic and reactive to their needs. We argue that, suitably implemented, oral assessment may be a viable assessment method for straddling the 'assessment for' and 'assessment of' learning divide in higher education.

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Section: Methodsmentioning

confidence: 99%

Section: Oral Performance Assessmentmentioning

confidence: 99%

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Students’ views of oral performance assessment in mathematics: straddling the ‘assessment of’ and ‘assessment for’ learning divide

Iannone

Simpson

2014

Assessment & Evaluation in Higher Education

View full text Add to dashboard Cite

show abstract

“…First and foremost advantage of oral exam is the development of communication skill, which has 'to be explicitly taught and assessed' [17]. Furthermore, oral assessment is more 'authentic' as graduates will face more oral communication rather than written or communication via computer sources [9]. Answering orally, students react to the tasks personally, involving knowledge they gained from different subjects, as well as their experience and emotions.…”

Section: Theorymentioning

confidence: 99%

Comparative analysis of oral and computer based types of assessment in teaching English for students of economics, business and finance

Grigorieva

Ismagilova

Solodkova

2016

SHS Web of Conferences

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Abstract. Foreign language skill is one of the components highly demanded by employers in the sphere of economics, business and finance. Adequate level of foreign language proficiency can be achieved with a thoroughly selected type of assessment which shows the progresses made by graduates and help to adapt teaching techniques and learning standards to changing requirements. Computer based testing and oral type of assessment are common ways to estimate graduates' foreign language proficiency level. The aim of the present study is to determine the type of assessment which best suits the purpose of higher educational establishment and can be used within graduates' possibilities. Authors came to the conclusion that both CBT and oral type of assessment should constitute the framework of the assessment procedure and be used in their combination because in that way they respond to the needs of higher educational establishment and comply with graduates' differences respectively.

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“…The oral or viva method of assessment was defined by Joughin as "assessment in which a student's response to the assessment task is verbal, in the sense of being expressed or conveyed by speech instead of writing" 1 . Traditional Viva/ Viva voce is very old and common MVP Journal of Medical Sciences to student for viva, gender bias, non uniformity of difficult questionnaire, full syllabus is not covered, examiner's mood, high anxiety in students, student's communication skill and so on 3,4 .…”

Section: Introductionmentioning

confidence: 99%

Structured Oral Examination as an Assessment Tool for Third Year Indian MBBS Undergraduates in Community Medicine

et al. 2016

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Introduction: Traditional viva are useful in assessing depth of knowledge and overall communication skill of student but demerits are many such as unequal time distribution for viva, gender bias, non uniformity, examiner's mood and so on. In present study we structured oral examination as an assessment tool for third year MBBS undergraduates in community Medicine and evaluating the process by taking student's as well as faculty's feedback to minimize biases. Material and Methods: Permission from Dean as well as head of department was taken. A batch of 26 students was randomly selected and enrolled in to study after informed consent. Four faculty members were randomly divided in two groups. Faculty members in structured oral examination group were sensitized and trained about it. Each student has undergone same set of questionnaire consisting of simple recall and applied questions. All the students were simultaneously assessed with traditional and structured oral examination without intermixing. Feedback in the form of questionnaire as per Likert's scale was collected for both type of viva and from students and faculties. Appropriate statistical analysis was done. Results: Analysis depicted that students were overall satisfied with the structured oral examination and felt it better than the traditional viva. Statistically significant differences (p = 0.0001) were observed in terms of uniformity of questions asked, stress, time allotment, topic coverage etc. Faculty also expressed that structured oral examinations are better in terms of reducing bias, minimising luck factor and uniformity of questions.

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Dimensions of Oral Assessment

Cited by 88 publications

References 22 publications

Students’ views of oral performance assessment in mathematics: straddling the ‘assessment of’ and ‘assessment for’ learning divide

Students’ views of oral performance assessment in mathematics: straddling the ‘assessment of’ and ‘assessment for’ learning divide

Comparative analysis of oral and computer based types of assessment in teaching English for students of economics, business and finance

Structured Oral Examination as an Assessment Tool for Third Year Indian MBBS Undergraduates in Community Medicine

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